Assessing critical thinking in higher education

A Model for the National Assessment of Higher Order Thinking

It is best conceived, therefore, as the hub around which all other educational ends cluster. It should concentrate on thinking skills that can be employed with maximum flexibility, in a wide variety of subjects, situations, contexts, and educational levels.

These include such abilities as clarifying issues, transferring insights into new contexts, analyzing arguments, questioning deeply, developing criteria for evaluation, assessing solutions, refining generalizations, and evaluating the credibility of sources of information.

Accurately interprets evidence, statements, graphics, questions, etc. Examples include the ability to construct an interpretation, to make a logical outline of a text, to figure out ways to gather information, to Assessing critical thinking in higher education an unclear and complex real issue and reformulate it so as to make it more amenable to solution.

It is best conceived, therefore, as the hub around which all other educational ends cluster. In learning to think critically, one learns to transfer what one has learned about the logic of questions in one field to logically similar questions in other fields. The most far-reaching danger occurs when influential educational systems or institutions, like state departments of education, inadvertently incorporate a non-substantive concept of critical thinking into statewide curriculum standards or into statewide testing programs.

Furthermore, all of these intellectual abilities are crucial to higher order reading, writing, speaking, and listening. CRITERIA 20 AND 21 Can critical thinking be assessed so as to gauge the improvement of students over the course of their education and to measure the achievement of students against national standards?

But to develop a deep understanding of the foundations of critical thinking involves a long-term approach to learning and applying those foundations. For every type of writing assessed, the team develops a special set of prompts … and a scoring guide that identifies the thinking and writing requirements for that type of writing.

They explain, for example, how new disciplines emerge from established ones: They become more proficient in — because they must be practiced within — a variety of modes of thinking: Validity on the essay part of the assessment requires that the test be: Critical thinking abilities like these do not exist somehow in addition to the basic skills of life; they constitute the basic skills of life.

It appears that three fundamental mistakes occurred in the design of the direct writing assessment: The Facione and Facione Holistic Scoring Rubric is copied below and is available free, with a page of instructions, at http: Confuses associations and correlations with cause and effect.

Departments typically use the A version as a pre-test before students begin the program or course and the B version as a post-test. Examines the evidence and source of evidence; questions its accuracy, precision, relevance, completeness.

The case we have chosen concerns the Integrated Language Arts Assessment of the California Assessment Program, a massive statewide program that has impact not only on every student in the public schools of California, but also, because of the leadership role of California in assessment, on national teaching and testing practices as well.

Exhibits close-mindedness or hostility to reason. Print Page Change Text Size: It should assess those versatile and fundamental skills that are essential to being a responsible, decision-making member of the work-place.

It is clear that there is no way to bring critical thinking successfully into instruction across the curriculum with a stand-alone one or two-day workshop.

Fostering and assessing students' creative and critical thinking skills in higher education

Basic critical thinking skills and abilities are readily shown to be implicit in the rational development and critique of ideas at the core of intellectual history. Identifies not only the basics of the issue, but recognizes nuances of the issue. It should avoid any reductionism that allows a multi-faceted, theoretically complex, and authentically usable body of abilities and dispositions to be assessed by means of oversimplified parts that do not adequately reflect the whole.

Hence all require critical thinking. Objectively reflects upon the their own assertions. It should account for both the important differences among subjects and the skills, processes, and affective dispositions that are crucial to all the subjects.

The modern citizen should be able to assess the arguments presented for his or her assent, must rationally adjudicate between conflicting points of view, must attempt to understand a culturally complex world, must assess the credibility of diverse sources of information, must translate between conflicting points of view and diverse appeals, must rationally decide priorities, must seek to understand complex issues that involve multiple domains for example, the environmental, moral, economic, political, scientific, social, and historical domains.

Commitment to critical thinking affects how one thinks through the design of instruction and how one thinks through the content one is learning. It should assess the skills, abilities, and attitudes that are central to making sound decisions and acting on them in the context of learning to understand our rights and responsibilities as citizens, as well-informed and thinking consumers, and as participants in a symbiotic world economy.

Insight Assessment has a test that measures reasoning in the health sciences.Critical thinking is an important learning outcome for higher education, yet the definitions used on campuses and national assessment instruments vary.

This article describes a mapping technique that faculty and administrators. Full-Text Paper (PDF): Assessing Critical Thinking in Higher Education: Current State and Directions for Next-Generation Assessment.

Designing Rubrics for Assessing Higher Order Thinking by William Peirce.

Higher Education

This is the text version of a workshop presented at AFACCT Howard Community College Columbia, MD, on January 13, The WSU Rubric Adapted to Assess the General Education Outcome in Critical Thinking. Mid-South Community College (West Memphis, AR).

Assessing Critical Thinking in Higher Education: Current State and Directions for Next-Generation Assessment. Authors. Another challenge of designing a standardized critical thinking assessment for higher education is the need to pay attention to the assessment's instructional relevance.

Faculty members are sometimes concerned. Critical thinking is a learning outcome highly valued by higher education institutions and the workforce. The Educational Testing Service (ETS) has designed a next generation assessment, the.

Higher Education Instruction; K Instruction Strategies & Samples; Higher order thinking requires more than higher order thinking skills. Critical thinking, in any substantive sense, includes more than abilities. Of course any new test for assessing higher order thinking should be based on a thorough review of established test.

Assessing critical thinking in higher education
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